The Development of Learning Ecosystem to Enhance Teacher Innovators in Transforming Classrooms
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Abstract
This qualitative research that investigates the learning ecosystem of basic education institutions, aiming to: 1) examine the components of a learning ecosystem supporting innovative teachers in creating transform in the classroom; 2) develop a learning ecosystem that supports innovative teachers in creating transform in the classroom; and 3) provide guidelines for developing a learning ecosystem to support innovative teachers in creating transform in the classroom. The research was conducted in three steps. In Step 1, three educational institutions were purposively selected. Data were collected from 15 key informants, school administrators and teachers, using a case study selection form, an observation form, and an interview form. In Step 2, ten national and local experts were interviewed using an interview form. Lastly, in Step 3, a focus group discussion with seven experts was conducted to ensure the feasibility of the approach, using a focus group discussion record. Data were analyzed through content analysis.
The results revealed that 1) the learning ecosystem consisted of six main components and 22 sub-components. The innovative teachers’ components involved knowledge and ability, behavior, and attitude, totaling 20 components, while transforming classrooms comprised 15 components related to creating an atmosphere, establishing a learning space, and fostering inspiration. 2) The development of the learning ecosystem involved four interconnected systems: microsystem, mesosystem, exosystem, and macrosystem. 3) The development guidelines based on systems theory consist of input factors, processes leading to outputs, and feedback, confirmed by experts to be feasible and beneficial for practical use. The findings suggest that, in principle, promoting innovative teachers as agents of classroom transformation is achieved through the development of interpersonal relationships and the strengthening of interconnected elements across all levels of the learning ecosystem. This holistic interconnectedness underscores the importance of teacher development grounded in the learning ecosystem perspective.
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